Poetry-+Beauty

Topic
toc Poetry- Beauty

How does poetry reveal what we might not otherwise recognize?
 * Essential Question **

In this unit, students will examine, analyze, and critique different forms, structures, and elements of poetry. The students will be learn and work with a multitude of poetic devices, discussing and writing about the effects of each. Additionally, the students will be exposed to a plethora of poetic works spanning the course of literature. In the study of these works, the students will learn about the history of language, define the poetic elements used, and discuss the distinguishing characteristics of poetry.

Common Core Standards

 * RL.9-10.5.** Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
 * RI.9-10.2.** Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * RI.9-10.4.** Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
 * W.9-10.2.** Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
 * Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
 * Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
 * Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
 * Use precise language and domain-specific vocabulary to manage the complexity of the topic.
 * Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
 * Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
 * W.9-10.7.** Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
 * SL.9-10.1.** Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
 * Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 * Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
 * Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
 * Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
 * SL.9-10.4.** Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
 * L.9-10.3.** Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
 * L.9-10.5.** Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
 * Analyze nuances in the meaning of words with similar denotations.

Suggested Student Objectives

 * Define and offer examples of various forms of poetry.
 * Identify the form, rhyme scheme, and meter of poems studied.
 * Define and explain poetic devices, such as alliteration, assonance, consonance, and enjambment, and describe the ways in which they help reveal the theme(s) of the poem.
 * Recognize and explain the distinguishing characteristics of various kinds of poetry, such as ballads, odes, lyric poetry, blank verse, haiku, and sonnets.
 * Describe how poetry differs from prose and explain why authors would choose one form over another for a particular purpose.
 * Complete a literary research paper, citing at least three different sources.

**Suggested Readings**
"A Lemon" (Pablo Neruda) "Bogland" (Seamus Heaney) "Campo di Fiori" (Czeslaw Milosz) "Digging" (Seamus Heaney) "Dream Variations" (Langston Hughes) "Elergy Written in a Country Churchyard" (Thomas Gray) "Homecoming" (Julia Alvarez) "I Ask My Mother to Sing" (Li-Young Lee) "I Wandered Lonely as a Cloud" (William Wordsworth) "In Time of Silver Rain" (Langston Hughes) "In Trackless Woods" (Richard Wilbur) "Lord Randall" (Anonymous) "Love Is" (Nikki Giovanni) "Mending Wall" (Robert Frost) "Morning Glory" (Naomi Shihab Nye) "Ode on a Grecian Urn" (John Keats) "Ozymandias" (Percy Bysshe Shelley) "Phantom Limbs" (Anne Michaels) "Poetry" (Marianne Moore) Psalm 96 (King James Bible) "Saturday's Child" (Countee Cullen) Sonnet 73 (William Shakespeare) "The Darkling Thrush" (Thomas Hardy) "The Gift" (Li-Young Lee) "The Lady of Shalott" (Alfred, Lord Tennyson) "The Raven" (Edgar Allan Poe) "The Reader" (Richard Wilbur) "The Sound of the Sea" (Henry Wadsworth Longfellow) "The Underground" (Seamus Heaney) "We Grow Accustomed to the Dark" (Emily Dickinson)
 * Suggested Poetic Readings (Core Curriculum Guide)**

"Annabel Lee" (Edgar Allan Poe) p. 726 "Battle Report" (Bob Kaufman) p. 210 "Metaphor" (Eve Merriam) p. 59 "Fable for When There's No Way Out" (May Swenson) p. 124 "Fireworks" (Amy Lowell) p. 205 "Incident in a Rose Garden" (Donald Justice) p. 728 "Lineage" (Margaret Walker) p. 360 "My Papa's Waltz" (Theodore Roethke) p. 381 "My Poetry" (Maria Herrera-Sobek) p. 320 "O What is That Sound" (W.H. Auden) p. 623 "The Courage That My Mother Had" (Edna St. Vincent-Millay) p. 361 "The Road Not Taken" (Robert Frost) p. 123 "The Sharks" (Denise Levertov) p. 734 "The Strange Case of Ms. Ormantude's Bride" (Ogden Nash) p. 398 "The Writer" (Richard Wilbur) p. 447 "Theme for English B" (Langston Hughes) p. 445 "Training" (Demetrio Herrera) p. 212 "Traveling Through the Dark" (William Stafford) p. 732 "Siren Song" (Margaret Atwood) p. 532
 * Suggested Poetic Readings (The Language of Literature - McDougal Littell)**

"A Poison Tree" (William Blake) p. 92 "Abuelito Who" (Sandra Cisneros) p. 224 "American Hero" (Essex Hemphill) p. 240 "Combing" (Gladys Cardiff) p. 235 "Ego Tripping" (Nikki Giovanni) p. 218 "Fast Break" (Edward Hirsch) p. 214 "Hanging Fire" (Audre Lorde) p. 220 "Harlem" (Langston Hughes) p. 237 "Hope is the Thing With Feathers" (Emily Dickinson) p. 238 "I Wandered Lonely as a Cloud" (William Wordsworth) p. 236 "Identity" (Julio Noboa Polanco) p. 217 "kidnap poem" (Nikki Giovanni) p. 242 "Ode to My Socks" (Pablo Neruda) p. 222 "Oranges" (Gary Soto) p. 23 "Poetry" (Pablo Neruda) p. 191 "'Race" Politics" (Luis J. Rodriguez) p. 37 "Scars" (Daniel Halpern) p. 239 Sonnet 18 (William Shakespeare) p. 225 "The Beep Beep Poem" (Nikki Giovanni) p. 241 "We Real Cool" (Gwendolyn Brooks) p. 211 "We Wear the Mask" (Paul Laurence Dunbar) p. 257 "Young" (Anne Sexton) p. 232
 * Suggested Poetic Readings (SpringBoard Workbook)**


 * Assigned Terminology**


 * Category #1: Types and Structure of Poetry**
 * Ballad
 * Blank Verse
 * Diction
 * Dramatic Poetry
 * Free Verse
 * Haiku
 * Heroic Couplet
 * Lyric Poetry
 * Meter
 * Narrative Poetry
 * Octet
 * Ode
 * Rhyme Scheme
 * Sestet
 * Sonnet (Petrachan, Shakespearean)


 * Category #2: Poetic Elements**
 * Alliteration
 * Analogy
 * Assonance
 * Consonance
 * Enjambment
 * Figurative Language
 * Imagery
 * Rhyme
 * Rhythm


 * Suggested Informational Texts**
 * //Faulkner in the University: Class Conferences at the University of Virginia 1957-1958// (William Faulkner, Frederick L. Gwynn, ed.) (excerpts)
 * "Crediting Poetry," Nobel Prize Acceptance Speech (1995), [Seamus Heaney] (excerpts)

Greek, //Terracotta Hydria// (ca. 510 BCE) Leonardo da Vinci, //Mona Lisa// (1503-1506) Michelangelo, //David// (1504) Sandro Botticelli, //The Birth of Venus// (1486) Vincent van Gogh, //The Starry Night// (1889)
 * __Suggested Art__**

__**Suggested Architecture**__ Chartes Cathedral (1193-1250) Frank Lloyd Wright, Frederick C. Robie House (1909) The Parthenon (447-432 BCE)

Baz Luhrmann, "The Sunscreen Song" Giacomo Puccini, "Un bel di, vedremo" (//Madama Butterfly,//1904) - ([|http://prostopleer.com/#/tracks/45872741Z5A]) Giacomo Puccini, "O mio babbino caro" (//Gianni Schicchi,//1918) __Rent__, "Seasons of Love" __Snoopy The Musical__, "Edgar Allan Poe"
 * __Suggested Music__**

Resource Links
1. Seamus Heaney reads "The Underground" 2. Seamus Heaney reads "Digging" 3. Seamus Heaney reads "Bogland" 4. Robert Frost reads "Meading Wall" 5. Robert Frost reads "The Road Not Taken" 6. Explanation and analysis of "Ode on a Grecian Urn" (John Keats) 7. "The Mystery of Edgar Allan Poe" 8. "The Raven" (Edgar Allan Poe) recited by James Earl Jones and acted out by Homer Simpson 9. SOAPSTone Chart (Speaker, Occasion, Audience, Purpose, Subject, Tone) - SpringBoard Workbook p. 453 10. TP-CASTT Analysis Chart (Title, Paraphrase, Connotation, Attitude, Shifts, Title, Theme) - SpringBoard Workbook p. 454

Activities
Most great poems explore one idea or concept, often distilling it to its essence. Look carefully at three masterpieces of art (eg: the //Mona Lisa//, the //David//, the Parthenon). After looking at these works of art, do you believe that the artists who made them did similar things? This can be done as an individual project and/or written response or in groups with an assignment. (SL.9-10.1, SL.9-10.2)
 * Art / Class Discussion**

Are poems better when they follow a strict rhyme or meter? Why or why not? This seminar question may also be used as an essay topic. Be sure to include at least three reasons or examples from the texts to support your argument. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (SL.9-10.1, RL.9-10.3, RL.9-10.4, RL.9-10.6, SL.9-10.1, SL.9-10.3)
 * Writing (Argument) and Seminar Question**

Which is a more effective form of communication - literal language or figurative language? This seminar question may also be used as an essay topic. Be sure to include at least three reasons or examples from the texts to support your argument. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. (SL.9-10.1, RL.9-10.3, RL.9-10.4, RL.9-10.6, SL.9-10.1, SL.9-10.3)
 * Writing (Argument) and Seminar Question**

Read and listen to or watch Seamus Heaney read "The Underground." Identify and read more about the literary and other allusions in the poem and explain why they might enhance appreciation of the poem. (//Extension//: Discuss how the use of enjambment adds layers of meaning to the poem. Try writing a poem using enjambment to achieve the same effect.) (RL.9-10.4, RL.9-10.9, W.9-10.2, W.9-10.7, SL.9-10.5)
 * Research and Informative / Explanatory Writing**

The teacher will have the class create two overlapping circles, each comprised of an equal number of students. One circle will be an inner circle, while the second will be an outer circle forming around the inner one. Once the circles are created, each student will then match up with the student in the same position he/she is in with the other circle. The students will then discuss a particular topic and/or poem with their partner for a predetermined time decided upon by the teacher. When this time has expired, the outer circle will then rotate so that each student is faced with a new partner. A new topic will then be discussed by the partners.
 * Inside / Outside Circle Discussion**

The teacher will divide the class into groups of four or five students, with each group getting a poem and/or piece of artwork, an oversized sheet of paper, and markers. Within the groups, the students will analyze the poem/artwork that was assigned to them and discuss their thoughts and feelings relating to the work. The group will then use the oversized sheet of paper and markers in order to create a visual presentation of their discussion. At the end of the group activity, one student will volunteer to be the presenter while the other members of the group will watch the presentations of the other groups. The students watching the presentations will have a short period of time to read the poem assigned to the other group or view the piece of artwork. The presenters will then discuss what their group thought and explain the work that was completed.
 * Stay and Stray**

The teacher will divide the class into groups of four or five students. Each group will receive a poem along with a worksheet presenting four to five questions (enough for each student in the group to always have a question to answer). The students will read the poem, then answer the first question on their worksheet. After a predetermined time interval, the students will switch worksheets and then answer the next question. Once all the questions on the worksheet have been answered, the students will then have a group conversation based on their thoughts and the answers of their classmates.
 * Table Text**

> (This may also be incorporated into poetic writing by providing the students with a writing prompt and having them write without worrying about format, grammar, or any particular rhyme scheme.)
 * Poetry Reading Exercises**
 * Close Reading - Access small sections of a poem (several lines or a stanza) for the students to read. Then have the students re-read, mark, and annotate the key passages word-by-word and line-by-line.
 * Marking the Text - Selecting text by highlighting, underlining, and/or annotating for specific poetic elements.
 * Visualizing - Forming a picture (mentally and/or literally) while reading the text.
 * Free Writing - Using a fluid brainstorming process to write without constraints in order to solidify and convey the writer's purpose.
 * TWIST Analysis - Analyzing a poetic work by looking at the following literary elements: tone, word choice (diction), imagery, style, and theme. The analysis can be done as a chart and/or written response.
 * Choral Reading - Reading text lines aloud individual and/or in student groups to present an interpretation. (This can also be coupled with oral interpretation - reading a text orally while providing the necessary inflection and emphasis that demonstrate an understanding of the meaning of the poem.)

Assessments
Write an informative and explanatory essay that compares and contrasts the use of a literary device in two different poems. Discuss at least three aspects. Your teacher may give you the opportunity to write your first draft on a shared online document and receive feedback from classmates before publication. (RL.9-10.4, W.9-10.2)
 * Informative / Explanatory Writing**

What similarities can we find between great poems and the masterminds of visual art? Choose one of the following elements of poetry: rhythm, tone, structure, or imagery. How might these poetic elements compare to the formal elements of art, such as line, shape, space, color, or texture? Choose a painting such as //The Starry Night// or //The Birth of Venus// and examine its formal elements. How does the artist utilize each element in each work and write an essay discussing how the author and the painter develop those elements, comparing the two when appropriate. Cite at least three examples of evidence for each work. (RL.9-10.7, W.9-10.2)
 * Art / Informative / Explanatory Writing**

Discuss whether you agree with Seamus Heaney when he credits poetry "because credit is due to it, in our time and in all time, for its truth to life, in every sense of that phrase." Say why or why not, and give examples from poems studied or other poems to illustrate your position. State your thesis clearly and include at least three pieces of evidence to support it. Your teacher may ask you to record your presentation as a podcast for publication on the class web page. (RL.9-10.4, RI.9-10.5, RI.9-10.6, SL.9-10.4, SL.9-10.2, SL.9-10.6)
 * Oral Presentation**

Read and listen to or watch Seamus Heaney read "The Underground." Identify and read more about the literary and other allusions in the poem and explain why they might enhance appreciation of the poem. (//Extension//: Discuss how the use of enjambment adds layers of meaning to the poem. Try writing a poem using enjambment to achieve the same effect.) (RL.9-10.4, RL.9-10.9, W.9-10.2, W.9-10.7, EL.9-10.5)
 * Research and Informative / Explanatory Writing**

Select a poem (from the list of Exemplar Texts) and perform the following tasks: - Annotate the poem for the poet's use of poetic devices. - Using your annotations, explicate the poem. - In a single paragraph (at least one hundred words long), discuss the poem's theme and the way in which the poet's use of these devices illuminates the theme. (RL.9-10.4, W.9-10.3)
 * Note Taking and Narrative Writing**

Select a poem that was written prior to the 1900's. The students will initially write a journal entry analysis discussing the main idea, tone, mood, and structure of the poem. Then the students will write their own updated version of the poem in common day language and poetic elements. The students can additionally discuss with their peers the changes he/she made to the poem, along with how he/she kept the main idea of the original poet.
 * Language Usage**